MANUAL 



for 



COUNTY INSTITUTES 



JUNE, 1909 



Issued by the , 



DEPARTMENT OF EDUCATION 

LITTLE ROCK, ARKANSAS 
GEO. B. COOK, Superintendent 




Democrat Print. & LItho. Co., Little Rook 



MANUAL 



for 



COUNTY INSTITUTES 



JUNE, 1909 



Issued by the 



DEPARTMENT OF EDUCATION 



LITTLE ROCK, ARKANSAS 



GEO. B. COOK, Superintendent 



«-^ 



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1909 



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THE FUNCTION OF AN INSTITUTE 

It might be well to give very briefly the real function and 
purpose of an Institute. Too frequently it is considered a^ a 
time for study and preparation with a view to examination. 
Some have regarded institute week as one to be given solely to 
social pleasure and recreation. How to make the institute helpful, 
profitable and interesting to all is, indeed, a diflicult problem. It 
should be borne in mind that the true function of institute work is 
to better prepare teachers for teaching. It should be a source of 
inspiration and zeal for greater work. The contact of mind with 
miind, of spirit with spirit, should bring encouragement, strength 
and help. 

The State Superintendent of Indiana has set forth 
the following work that should be accomplished in an Institute : 
"First, it should bring inspiration to the teachers. It should fur- 
nish higher ideals and more hopeful views of life. This must 
come largely from the personality of the instructors employed. 
Second, it should bring larger professional zeal. It should fur- 
nish higher professional ideas and a larger, profounder belief in 
the calling. This must come from the professional attitude of 
the instructors. Third, it should bring practical solutions to the 
everyday problems of teaching. It should furnish the best way 
to teach, based upon pedagogical principles. This must come 
from the scholarship and professional training of the instructors. 
Fourth, it should bring a week of happy social Hfe, with a re- 
newal of friendship, and the acquisition of new friends. This 
must come from the superintendent, the community and the 
teachers themselves." These are possible accomplishments. Let 
us hope that these may be the distinctive features of the Insti- 
tutes this year. 



ARKANSAS TEACHERS' READING CIRCLE 

BY DR. W. S. JOHNSON, PRE:SIDE:NT. 

Are you a member of the A. T. R. C? If not, why not? 
The Reading Circle is now in its fourth year, and at the next 
Christmas meeting of the State Teachers' Association we- will 
have our first graduating class. Will you he one of that number? 
If not, then, why not join now and in four years you will be one 
of the number ; and besides you will be all the better prepared for 
your duties as a teacher. Ask those who have been taking the 
course regularly if they do not think that it is well worth doing. 
It costs only 25 cents a year for membership and we get enough 
discount on the two books that you are required to purchas,e to 
offset the membership fee. If you wish to join with over two 
thousand other progressive teachers in the State, then give your 
membership fee to your County Examiner or, if not convenient, 
send it to the President, Dr. W. S. Johnson, Fayetteville, Ark., 
and you will receive your membership card, with other informa- 
tion concerning the course of study, etc. Remember, please, 
that you are holding a responsible position, for the character of 
the future citizenship of this State rests largely with you and 
your associates. Hence, it behooves you to make the best prep- 
aration possible, so that you may perform this duty in the most 
intelligent way. 

COURSE OF READING 

List 
1. PROFESSIONAL Price 

L Dinsmore's Teaching a District School $1.00 

American Book Co., Cincinnati, O. 

2. Kern's Among Country Schools 1 . 25 

Ginn & Co., Chicago, 111. 

3. Scott's Social Education 1 . 25 

Ginn & Co., Chicago, 111. 

4. Monroe's Brief History of Education 1 . 25 

The MacMillan Co., New York. 

II. CULTURE 

1. Cheyney's A Short History of England $1.40 $1.26 $1.12 

Ginn & Co., Chicago, 111. 

2. Ferguson-Lewis' Elementary Principles of 

Agriculture 1 . 00 

Ferguson Pub. Co., Sherman, Texas. 

3. Lamont's English Composition 1 . 00 

Charles Scribner's Sons, New York City. 

4. (a) Goldsmith's Vicar of Wakefield 30c 

Charles E. Merrill Co., New York City. 

(b) Painter's Poets of the South 60c 

American Book Co., Cincinnati, O. 

4 



Single 
Copies 
90c 


Five or 

More 

80c 


1.12 


1.00 


1.12 


1.00 


1.12 


1.00 



75c 


65c 


90c 


80c 


27c 


24c 


54c 


48c 



SCHOOL IMPROVEMENT ASSOCIATION 

The attention of all teachers is especially called to the advantages of a 
School Improvement Association in connection Avith your school. Through 
the S. I. A. the patrons and teacher are brought together on a co-operative 
basis of mutual understanding that can not be effected in any other way. 
The interest of the pupils can be awakened and sustained very effectively 
by means of the Student's Auxihary. 

Thousands of teachers have signed the following pledge and the results 
are forming an abundant harvest of good for the public schools in rural, as 
well as, urban communnities : 

'T pledge to do all possible for the HEALTH, 
COMFORT, BEAUTY, AND ATTRACTR^E- 
XESS of my school, and to organize a school im- 
provement association in my school community." 

Signed 

PROCURE AND READ A COPY OF THE "YE.AJR, BOOK OX SCHOOL 
IMPROVEMENT IX ARKAXS.\S." 

(These books will be fm-nished free upon application to your County 
Examiner or State Superintendent, Geo. B. Cook.) 



NATIONAL EDUCATION ASSOCIATION 

DENVER COLORADO, JULY 3 to 9, 1909 

THE TEACHER^S GREATEST OPPORTUNITY 
FOR PROFIT AND PLEASURE 

The Forty-Seventh Annual Convention of the National Education Asso- 
ciation at Denver this year, July 3th to 9rd, will be the greatest convention 
in the history of the association. 

The meeting place is unusually convenient for teachers in Arkansas. 
The convention city, Denver, with the delightful side trips that will be pre- 
sented; the opportunity for a summer vacation and recreation amid the many 
grand and charming scenes and the genial summer cUme of Colorado and 
the great Northwest are standing inducements that armually attract many 
of our teachers. 

Add to the constant attractions and pleasures of a western summer trip 
the exceptional, educational and professional advantages of attending the 
greatest Educational Convention! 

Railroad rates are extremely reasonable. 

Tickets good from June 1st until October 31st. 

EVERY TEACHER IX ARKAXSAS WOULD BE GREATLY PROFITED 

BY THIS TRIP. 

For advance programs and all detailed information, address: 
Arkansas Committee X. E. A., 

Supt. Junius Jordan, Pine Bluff. 

Supt. B. W. Torreyson, Little Rock. 

Supt. J W. Kuykendall, Fort Smith. 
Supt. E. A. Brennan. Texarkana. 
State Supt., Geo. B. Cook., State Manager X. E. A. 



INTRODUCTORY 

To the Teachers of Arkansas, Greeting: 

In presenting the outlines contained in the present Manual, 
it is with the hope and belief that the work as outlined herein 
will prove interesting and helpful. The Manuals, it is hoped, 
will be placed in the hands of the teachers before the opening 
day of the Institute as far as possible, and every teacher is urged 
to make a careful study of the same. Much better results will 
be had if the work is thus carefully prepared beforehand by the 
teachers whether you are called upon to assist in the work of 
instruction or not. The success or failure of the Institute will 
rest ultimately with the teachers in attendance. In fact, you 
may be able by a word of invitation to assist in securing the 
attendance of those who might not otherwise attend. Remember, 
that as an integral part of the Institute, you can render no greater 
service than that of giving it your hearty sympathy and 
co-operation. 

It is suggested that note books be provided for the 
teachers for use during the Institute, and it might be well for 
the County Examiner to collect these at the close of the Insti- 
tute for inspection. 

It is recommended that the Manuals be kept for ready refer- 
ence in the future, as the outlines will be the basis for ques- 
tions for examinations from time to time. They should con- 
stantly be in the hands of the teachers during the Institute. 

The Department of Education desires to express its sincere 
thanks and appreciation to those who have so heartily co-oper- 
ated and aided in the work of preparing the outlines for the 
Manuals. The names of those who have thus generously contrib- 
uted in this work are given in connection with the headings of the 
different subjects. 

It is earnestly hoped that, as a result of the work of the In- 
stitutes this year, the teachers of the State may be aroused to 
higher ideals and greater enthusiasm in their work. 



PROGRAM 

Opening Exercises 8 :30 to 8 145 

Theory and Practice 8:45 to 9:15 

Arithmetic 9 -15 to 9 45 

Civil Government 9 45 to 10 :i5 

Recess. 

Penmanship 10 130 to 1 1 :oo 

Grammar 11 :oo to 1 1 130 

Geography 11 130 to T2 :oo 

Intermission. 

Reading i :oo to 1 130 

Arkansas History 1 130 to 2 :oo 

United States History 2 :oo to 2 130 

Recess. 

Orthography 2 :45 to 3:15 

Physiology __ 3 :i5 to 3 145 

Algebra 3:15 to 4:15 

Miscellaneous 4 115 to 4:30 



THEORY AND PRACTICE 

By Dr. Reuben Post Halleck, author of Halleck'c Psy- 
chology and Psychic Culture. 

(These questions are based upon Halleck's Psychology. 
Full information on the topics for each day can be secured by 
studying the chapters indicated at the beginning of the outline 
for each day. Ten of these questions will be selected for the June 
examination.) 



FIRST DAY. 

Chapters I to IV, Inclusive. 

QUESTIONS. 

1. Why is the study of Psychology important for the 
teacher? 

2. What shows that the mind is dependent upon the ner- 
vous system? 

3. Draw a diagram showing in the rough the principal sen- 
sory and motor localizations. 

4. State the relations between age and brain growth. 

5. Why is one impressed with the unity of the mind from 
studying the sense of sight ? 

6. Describe ''Reaction Time." 

7. What is the distinction between "subjective" and "ob- 
jective"? 

8. Show why mental objects must precede all material in- 
vention. 

9. How and why would you classify the different mental 
states ? 

10. Give the most important laws of attention. 

11. Why does attention develop interest? 

12. Prove that the simplest knowledge is the result of 
complex processes. 

13. Define a sensation and distinguish it from a perception. 



14 
15 
1 6 

17 
i8 

19 

20 

either 

21, 
22 

ception 



What are the conditions and limits of sensation? 
Show how perception constructs a field of vision. 
Show that reasoning is involved in perception. 
Define and illustrate Transferred Perception. 
Define and illustrate apperception. 
Define the different types of illusion. 
Show that keen perceptive faculties are necessary for 
success or enjoyment. 

What was Agazzi's method of cultivating perception? 
Mention some methods for cultivating rapidity of per- 



SECOND DAY. 

Chapters V and VI. 

23. Show the relation of memory to perception. 

24. How many different kinds of memory may one have 
of an object like a watermelon? 

25. Give and illustrate the primary law of association. 

26. Define the secondary laws of association and show the 
difference between them and primary laws. 

27. Define and illustrate the law of correlation. 

28. Define and illustrate the influence of the law of repeti- 
tion on association. 

29. Define and illustrate the influence of the law of emo- 
tional preference on association. 

30. Define and illustrate the law of voluntary attention on 
association. 

31. Give the physiological side of. the basis of memory. 

32. Give the section : "The formation of a clear-cut image." 

33. Illustrate the use of the law of contiguity in the culti- 
vation of memory. 

34. Illustrate the use of each one of the secondary laws of 
association in the- cultivation of memory. 



THIRD DAY. 

Chapter VII. 

35. Define imagination. 

36. Show that there is no absolute dividing line between 
the images of memory and of imagination. 

37. Explain "Dissociation." 

38. Describe and illustrate the six different products of 
the imagination. 

39. Describe the work of the constructive imagination. 

40. Show the limits of imagination. 

41. Show that the direction of imagination must be deter- 
mined by the dominant perceptions. 

42. Why is the imagination necessary in scientific investi- 
gation ? 

43. State the influence of the imagination on the body? 

44. Why is the imagination a practical power? 

45. Where shall we find the materials for cultivating im- 
agination ? 

46. Why are clear-cut images necessary for imaginative 
culture ? 

47. Show how the imagination may be cultivated by oral 
description. 

48. Show how the constructive imagination may be culti- 
vated by writing. 

49. Show the comparative value of following anotlier's 
imagination and of constructing original images. 

50. State what is meant in thinking by images. 

51. How is imagination used in the formation of ideals. 

52. How is imaginaton related to sympathy? 

53. How may the imagination be abused? 



10 



FOURTH DAY. 

Chapters VIII, IX and X. 

54. Prove that the thinking power is active with the first 
perceptions. 

55. Show how a concept is formed. 

56. Explain the imperfect way of forming concepts in 
actual life. 

57. What is thof difference 'between a concept and an 
image ? 

58. What are abstract ideas? 

59. Explain and illustrate "judgment."' 

60. Show why judgments are often difficult to form. 

61. Define and explain reasoning. 

62. Define and explain inductive reasoning. 

63. Define and explain deductive reasoning. 

64. Give and explain the primary laws of thought. 

65. Define and explain "associational reasoning." 

66. Explain the higher type of reasoning and distinguish 
it from associational reasoning. 

Gy. Why is thought culture a study of relations? 

68. What has accuracy in forming concepts to do with 
thought culture? 

69. How does classification aid in thought culture? 

70. How does the search for analysis aid in thought cul- 
ture? 

71. What is the effect of novel reading on thought? 
22. How may fiction serve to cultivate thought? 

73. What is the influence of thought culture on character? 

74. What is the best time for the different varieties of 
thought culture? 

75. Define feeling and show its importance. 

y6. What is the relation of nervous action to pleasure and 



pain? 



yy. Contrast sense feelings and ideal feelings. 

11 



y^. Show how waves of bodily feehng are important fac- 
tors in emotion. 

79. State what is meant by expression of emotion. 

80. Show how emotion may be produced by bodily ex- 
pression. 

81. Give the scheme of classification of the emotions. 

82. What are the conditions of sympathetic emotion? 

83. Explain what is meant by intellectual emotion? 

84. Explain aesthetic emotion. 

85. Explain moral emotion. 

86. Give the factors determining the rise and the decline 
of emotion. 

87. What ideas are best fitted to raise emotion? 

88. What is said of the emotions and health ? 



FIFTH DAY. 

Chapter XI to end of Book. 

89. What is said of the cultivation of emotion by the re- 
pression of its muscular expression? 

90. How may the attractive and moral emotions be cul- 
tivated ? 

91. State how you would cultivate the aesthetic appreciation 
of children. 

92. What are the different types of action? 

93. How are higher voluntary processes marked off from 
actions of a lower order ? 

94. How may higher voluntary movement be started? 

95. Explain the motor aspect of ideas, muscle reading and 
suggestion. 

96. Using the illustration of selecting a summer resort, 
show all the processes in an act of completed will. 

97. Define inhibition and show how it is conditioned. 

12 



98. Give the rules to be applied in the formation of a new 
habit. 

99. What is the effect on the will of feeling and decision 
without action? 

100. What is meant by tempering the will along the line 
of the greatest resistance? 



13 



ARITHMETIC 

By J. D. Clary, Principal Clary-Banks School, Fordyce. 

(Emphasize the importance of this subject, but do not ex- 
aggerate it so as to deprive other subjects of due attention.) 



FIRST DAY. 

Primary ^Methods. 

(Review — Notation and Numeration and the Fundamental 
Operations.) 

Counting, reading and writing numbers ; Roman numerals 
to XII ; signs +, — and = ; recognizing groups at sight. 

Combinations ; small fractions ; practical knowledge of some 
simple measures, as foot, pint, dime ; making change. 

Addition (practice in rapid) ; subtraction; such examples as 
23, 33, 43, 63, etc., -)-, — 7 etc. ; method suggested, 

724 
138 



586 
8 and 6, 14 ; 4 and 8, 12 ; 2 and 5,7; omit "borrowing." 

Multiplication and division to 12X12; much drill; fractions 
with I as enumerator substracted from integers. 

Best process for such problems as: If 5 apples cost 10 cents, 
find cost of 15 apples. Drill on correct analysis. 



SECOND DAY. 

Intermediate ■Methods. 

(Review — Properties of Numbers, Fractions, Decimals and 
Denominate Numbers.) 

Long division ; factoring ; cancellation ; simple business 
forms. Require correct statements. 

14 



Fractions; definitions; processes; G. C. D. and L. C. M. are 
only means to an end ; glib recitation of rules is not knowledge. 

Decimals ; writing, reading, reduction ; multiplication or di- 
vision by lo; "pointing off" may 'be discovered; U. S. money. 

Denominate numbers ; awaken interest by giving history and 
origin of tables ; drill on processes ; commercial papers. 

Ratio ; relation to division, to fractions. 



THIRD DAY. 

Intermediate Methods. 

(Review — Longitude and Time, Proportion, Equations and 
Percentage.) 

Longitude and time; study date line, standard time, merid- 
ians ; practical examples ; insist on correct statements. 

Proportion; teach so that it may contribute to thought 
power, not "by rule." 

Percentage ; terms used ; units ; form and learn table of 
equivalents, as ^^.33^=33^ per cent; rapid oral drill in use 
of table. 

Introduce equations to solve by algebra many of the prob- 
lems of percentage ; teach principles not "cases." 



FOURTH DAY. 

Grammar Methods. 

(Review — Interest, Mercantile Transactions, Square Root, 
Cube Root, Mensuration.) 

Applications of percentage; let all contribute to accurate 
reasoning. 

Interest ; do not confuse by too many methods ; in written 
work save much by cancellation ; give practical examples. 



15 



Mercantile transactions ; write notes, checks, etc., make bills, 
compute interest from examples from life. 

Indorse partial payments on note, set time for payment, 
solve. 

Analyze examples for finding rate, time, principal; develop 
thought power ; do not do the thinking for the class. 



FIFTH DAY. 

General Discussion. 

Why do we teach arithmetic? It trains reasoning faculties, 
attention, fits for business, etc. 

Which chapters are most valuable for culture ? 

What topics should be omitted for short terms? 

When should the text-book be introduced? 

What should a pupil have acquired at the end of fourth 
grade ? 

The first years should teach the pupil to be expert in opera- 
tions rather than to know the science of arithmetic. 

Measures are best learned by being in hand. 

Let every principle have an illustration. 

Greater stress and fewer topics may often be desirable. 

Adapt practical examples to local conditions. 

Processes not ends in themselves should be taught in con- 
nection with subjects they introduce. 

Do not give pupils books at recitation. 

Demand reasons. Give oral work each day. 

Let amount of written work increase in upper grades. 

Too great brevity may obscure the knowledge of processes. 

Seek not "short cuts" but knowledge. 



16 



Some errors : 

6 and 4 are 10, and 3 are 13, etc 
$.68 cents 
3.^ .50 cents 
4X.50=$2 
75°-^i5=5 hrs. 
60 ft.Xi ft.X6 in.=3o ft. B. M. 

3X5+6=33 

4X6=24^-2, etc. 

36o°=24 hours. 

%=$6o 

40%=8o and extend these. 

Our duty not to teach arithmetic in the abstract, but to teach 
these pupils arithmetic in the concrete. First the pupil, not the 
subject nor the text-book. 

Suggestion for the teacher : Read a good text on the teach- 
ing of elementary mathematics. 



CIVIL GOVERNMENT 

By C. L. O'Daniel, Principal Centennial School, Little R.ock. 



FIRST DAY. 

General. 

Natino ; State ; Monarchy ; Aristocracy ; Despotism ; Democ- 
racy; Republic; Sovereignty; Constitution; Law; Com- 
mon Law; Statute; Illustration of each. 

United States Government. 

(a) — Origin. 

New England Confederation; Franklin Plan; Authority 
of the Continental Congresses ; Articles of Confedera- 
tion. 

(b) Development. 

Constitution of United States ; Necessity ; Formation ; 
Power in the Constitution ; Co-ordinate Powers ; Bill of 
Rights ; Political Rights ; Citizenship ; Amending Clause ; 
History of Amendments ; Admission of States ; Crea- 
tion of Territories ; Historical Precedents. 





SECOND DAY. 


United States Government. 


I. Executive Department. 


(I) 


Organization. 


(2) 


Qualifications. 


(3) 


General Powers. 


(4) 


Special Powers. 


(5) 


Veto. 


(6) 


Cabinet. 


(7) 


Powers and Duties of the Cabinet 



18 



(8) Names of Cabinet Officers. 

(9) Old Presidential Succession Law. 

(10) New Presidential Succession Law. 

(11) Vice President and Duties. 

(12) Minor Executive Officers. 

(13) Relation to other Departments ot Government. 

(14) IManner of Election by Constitution and by Pres- 

ent Method. 

(15) Salary and Maintenance. 

(16) Comparison with England and France. 

2. Legislative Department, 
(a) Senate: 

(i) Meaning of Term. 

(2) Struggle between Large States 2nd Small States. 

(3) Qualification. 

(4) Number. 

(5) Term. 

(6) Election. 

(7) Popular Election. 

(8) Organization of Body. 

(9) Special Powers. 

(10) Special Privileges. 

(11) Salary and Maintenance. 

(12) Historical Precedents. 

(b) House of Representatives : 

(i) Meaning of Term. 

(2) Basis of Representation. 

(3) Qualifications. 

(4) Number. 

(5) Term. 

(6) Manner of Election. 

(7) Organization. 

19 



(8) Special Powers. 

(9) Special Privileges. 

(10) Salary and Maintenance. 

(11) Checks and Balances between both Houses. 

(12) Historical Precedents. 

(c) Legislation: 

(i) Trace a Bill from the point of introduction to 
its becoming a law with approval of Executive. 

(2) Likewise, without approval of Executive. 





THIRD DAY. 


3. Judicial Department. 


(a) Supreme Court: 


(I) 


Organization. 


(2) 


Original Jurisdiction. 


(3) 


Appellate Jurisdiction. 


(4) 


Number of Judges. 


(5) 


Selection. 


(6) 


Qualification. 


(7) 


Term of Office. 


(8) 


Salary. 


(9) 


Present Judges. 


(10) 


Great Jurists. 


(b) Circuit Courts : 


(I) 


Organization. 


(2) 


Jurisdiction. 


(3) 


Number of Circuits. 


(4) 


Relation to Supreme Court, 


(5) 


Selection of Judges. 


(6) 


Term of Office. 


(7) 


Salaries. 



20 



(c) District Courts: 
(i) Organization. 

(2) Jurisdiction. 

(3) Selection of Judges. 

(4) Term of Office. 

(5) Salaries. 

(d) Circuit Court of Appeals: 
(i) Organization. 

(2) Relation to other Federal Courts. 

Political Parties. 

1. General. 

(a) Necessity, (b) Use or Benefit, (c) Evils. 

2. Historical Study: 

(i) Date. 

(2) Organization. 

(3) Leading Doctrines. 

(4) Great Leaders of These Parties : 

Federalist, Anti-Federalist, Democrat-Republican, Demo- 
crat, Whig, Liberty, Free Soilers, Republican, American, Consti- 
tutional Union, Liberal Republican, Greenback, People's Party, 
Prohibitionist, Socialist. 



FOXJETH DAY. 

State Government. 

1. Comparison with United States. As to departments; 
powers ; constitution ; rights ; amendments, etc. 

2. Executive Department. 

(i) Term. 

(2) Salary. 

(3) Election. 

(4) General powers. 

21 



(5) Special Powers. 

(6) Privileges of the following: 

( 1 ) Governor. 

(2) Secretary of State. 

(3) State Treasurer. 

(4) State Auditor. 

(5) Commissioner of Mines, Manufactures, Ag- 

riculture. 

(6) State Land Commissioner. 

(7) Attorney General. 

(8) State Superintendent of Public Instruction. 

(9) Railroad Commissioners. 

3. Legislative Department. 

1. Senate: 

Number, Term, Distribution, Organization, Officers, Powers, 
Privileges. 

2. House of Representatives : 

Number, Term, Distribution, Organization, Officers, Powers, 
Privileges. 

3. Explain fully legislative process. 



FIFTH DAY. 

4. Judicial Department. 

1. Supreme Court: 

Judges, Number, Title, Term, Salary, Powers, Privileges, 
Officers, Personnel. 

2. Circuit Courts : 

Number, Organization, Counties in local circuit, Salary, 
Officers. 

3. Chancery Courts : 

Same as Circuit Courts. 

22 



5- Local Government: 

(i) Origin of County and Township. 

(2) Powers and Duties of the following officers: 

Sheriff, County and Probate Judge, County, Circuit and 
Chancery Clerks, Treasurer, etc. 

(3) County Court. 

(4) Probate Court. 

(5) Justice of Peace. 
Number, Power, Jurisdiction. 

(6) Constable. 



PENMANSHIP 

By S. S. Waters, Superintendent of Schools, Conway. 



FIRST DAY. 

1. Importance of the first two years in securing good pen- 
manship. 

2. Vital points — Correct position at desk and correct method 
of holding the pen. 

3. Writing in connection with other school subjects. 

4. Blackboard work to develop freedom. 

5. Correct formation of the characters. 

6. Use of pen and ink second year. 



SECOND DAY. 

1. Materials — blotter, practice paper, copy books, pens and 

ink. 

2. Vertical System — objection to and points favoring it. 

3. Study of individual forms of letters and their combina- 
tions into words and sentences. 

4. Practice of movement exercises. 

5. Group the small letters for practice. 

6. Capitals taught in connection with other studies. 



THIRD DAY. 

1. Develop in the fifth and sixth grades a strong muscular 
movement. 

2. Much work upon small words such as man, mun, mum, 

etc., giving due attention to the angles of m at the 
bottom and u at the top. 

3. Much work on loose practice paper. 

4. Stress legibility, rapidity, and beauty. Why? 

5. Points that lead to rapidity. 

6. Neatness in all the work. 

24 



FOURTH DAY. 

1. Definite period for writing each day. Why? Length 
of period. 

2. Points for teaching writing successfully. 

3. Use of capitals abused. How corrected. 

4. Uniformity of slant an important element in writing. 

5. Copies should be real reproductions. 

6. Forearm movement combined with fingers in making 

large letters. 



FIFTH DAY. 



1. -Teach suitable content of subject-matter and see that 

the penmanship is neat, smooth, and legible. 

2. Correct forms of business letters, social letters, checks, 

drafts, notes, and receipts. 



ENGLISH GRAMMAR 

By S. J. T. Wynne, Superintendent of Schools, Harrison. 



FIRST DAY. 



Language Studies. 

At least two-fifths of Institute time should be devoted to 
Language Studies. Fully eighty-five per cent, of those teaching 
in the public schools have never studied Language and have had 
no training how to teach it. Either because they are afraid of 
it, or do not realize its importance to the child, they neglect to 
teach Language. Let the Institute Instructor see that this is reme- 
died. If the child is properly taught in Language Studies, he 
will do nicely in life though he never see a Grammar. 

"A parrot-like knowledge of inflection and rules has ceased 
to be the goal of linguistic scholarship ; and so far as any useful 
end is concerned, the mere ability to parse and analyze an intri- 
cate sentence counts for but little." — E. W. Huffcut, Cornell 
University. 

''Write, write, write ! There is no way to learn to write ex- 
cept by writing." — Emerson. 

The teacher should know what he is going to teach and 
know how he is going to teach it before he begins his work. 

(Aided by manuals of 1906, '07, '08.) 

Determine vocabulary of pupils to present, develop this, and 
correct errors in speech and in the use of words. Any outline 
for the study of language must be suggestive only. Would sug- 
gest as a basis : 

Stories read to pupils, reproduced by them. 

Pupils read stories, and reproduce them. 

Supplying words in sentences. 

Observation studies in nature ; sentences written on same. 

Description of animals. 

Give pupils subjects only within their comprehension, and, 

if possible, within their experience. 
Studiously avoid all abstract subjects. 

26 



"Made up" stories, from pictures seen. 

Short stories of places seen. 

In the first, second, third, and fourth grades, require pupils 

daily to copy a lesson from their readers. They will 

acquire correct habits of expression. 
Exercise in correct use of a, an. 
Drill on sit, sat ; saw, seen ; took, taken ; went, gone ; and 

the like. 
Drill in correct use of personal pronoun forms. 
Memorize selections ; write from memory. 
Drill on correct use of capitals, period, question mark, and 

other common marks of punctuation. 
Illustrate use of this, that; these, those. 
Distinguish between use of learn and teach, shall and will, 

off and of, may and can. 

FUTURITY. FUTURITY AND DETERMINATION. 



You 



^Jshall go ^^^ 

They J 



You 
will go ^^Jwill go ^^^ 

They 



-shall^ 



J go 



SECOND DAY. 

Composition Work: 

Composition should be taught as a means and not as an 
end in itself. It should be taught almost exclusively in connec- 
tion with such studies ae geography, history, science, and litera- 
ture and not as a separate branch. 

Explain paragraph fully and teach to indent at beginning 
of each. 

Paraphrase poems and other suitable lessons. 

Write social and business letters. 

Forms of invitations. 

Letters accepting or declining. 

Consult dictionary freely as to meaning and pronunciation 
of words. 

27 



Emphasize simplicity and clearness. 

Have pupils exchange and correct the papers of others, then 
let teacher correct, and have pupils recopy. 
Teach how to prepare outline. 
Would suggest as model, outline in manual of 1907: 

A Morning Ride. 

I. Introduction. 



(a) 


Reason for taking. 


(b) 


Character of day. 


(c) 


Preparation for the ride. 


(d) 


Companions. 


(e) 


Route selected. 


3oay 
(a) 


Description of the way. 


(lb) 


Some special incident occurring. 


(c) 


Thoughts aroused by the same. 


(d) 


The return. 



3. Conclusion. 

(a) Condition after the ride. 

(b) Benefits derived, social and other. 

(c) Altruistic feelings as a result. 

(The teacher should use the regular system of proof reading, 
as nearly as practicable, in marking compositions for correction.) 



THIRD DAY. 

Technical Grammar. 

Formal grammar should not be commenced until the pupil 
can think into use its laws. A pupil, may quote a grammar or 
a rhetoric from the title page to the end and not be able to write 
a page of clean, strong English. x\mple evidence of this is on 
file with every County Examiner in the State. 

The pupil should be thoroughly familiar with the primary 
facts of language structure. 

2% 



He should be able, at a glance, to separate a sentence into its 
two parts — subject and predicate. He should be thoroughly 
drilled, first, in the proximate analysis of sentences, instead of 
^he ultimate analrysis. 

Would suggest, as model, Patrick's : — "Proximate Analysis." 
"^n the proximate analysis of the most complex sentence, we 
find only four principal grammatical terms — noun-terms, adjec- 
tive-terms, verb-terms, and adverb-terms. 

By a grammatical term is meant any word, phrase, or clause 
that performs a distinct office in the structure of a sentence. 

Noun-term. A noun-term is a word or group of related 
vv^ords that does the work of a noun. 

The mind regards it as a thing. 

Adjective-term. An adjective-term is a \vord or group of 
related words that does the work of an adjective. The mind re- 
gards it as a descriptive or limiting term. 

Verb-terms. A verb-term is a word, or group of related 
words, that does the work of a verb. The verb-term asserts an 
attribute of the subject. 

Adverb-terms. An adverb-term is a word, or group of re- 
lated words, that does the work of an adverb. The adverb-term 
expresses an attribute of an attribute. 

Prepositions are relation words. Conjunctions connect 
words, phrases, clauses, and sentences. Interjections do not enter 
ir:to the construction of sentences. 

The four principal grammatical terms may fill any office in 
the sentence that the corresponding single part of speech might 
fill. 



FOURTH DAY. 

The Parts of Speech : 

Necessity of classification. 
Some words have more than one class. 
Inflection — an attribute of five classes. 
Parsing as related to grammar. 

20 



The use of the diagram. 

Teach the outhnes of the inflected classes, noting the defi- 
nitions. 

Illustrative Outlines: 
The Noun. 

Definition. 

Classes. 



Common \ 

Proper. 

Inflection. 



Abstract. 
Concrete. 
Collective. 



Gender . 



Kinds. 

How distinguished. 

Distinction between gender and sex. 

Number/ ^^^''l^'' 
I Plural. 

Classes. 

Formation of possessive. 
How determined. 
Origin of case forms. 



Case 



Syntax. 
As subject. 

As object of verb or preposition. 
As adjective modifier. 
As appositive. 
Predicate. 

As objective complement. 
Independently. 



30 



FIFTH DAY. 

The Verb: 
Outline : 
Definition. 
Classes. 

As to meaning. 

Transitive. 
Intransitive. 
Copulative. 
Causative. 

As to form. 
Regular. 
Irregular. 
Defective. 
Redundant. 

Inflection. 

A^oice. 
Active. 
Passive. 

Mode. 

Indicative. 
Subjunctive. 
Potential. 
Imperative. 

Tense. 
Present. 
Present perfect. 
Past. 

Past perfect. 
Future. 
Future perfect. 

3! 



Number. 

Singular. 

Plural. 
Person. 

First. 

Second. 

Third. 

Use. 

Predicate of sentence. 
Copula. 

Participles. 
Present. 
Past. 
Past perfect. 

Infinitives. 
Present. 
Present perfect. 

Distinguish between synopsis and conjugation. 

Note that some verbs are either transitive or intransitive. 

Careful study of irregular verbs. 



32 



READING 

By E. A. Brennan, Superintendent of Schools, Texarkana. 



FIRST DAY. 



Importance of Reading. — General Methods. 

Every study is pursued either for its culture value or for its 
practical value. 

Reading is, so to speak, the key of knowledge since it opens 
up the source of most of our knowledge books, and therefore a 
practical study. 

Reading is getting the thought from the printed page, or ex- 
pressing the thought of the printed page. Evidently the former 
must always precede the latter. Otherwise expressed, silent read- 
ing and reading aloud. Since silent reading must always precede 
the other and is the manner in which most reading is done, it is 
evidently the more important. 

That method of teaching any subject which the mind natu- 
rally follows in learning it, is the best method. There are many so- 
called methods, which are really not methods but merely de- 
vices ; such are the Alphabetic, Phonetic, Phonic, Word, Sentence, 
Thought, Group. By no one of these means or devices can 
reading be taught — all of them must really be used at some stage 
of the process. It is only a. question of the order in which they 
shall be used. 

All learning may be resolved into two elementary processes 
— the Analytic and the Synthetic. The Analytic proceeds from 
the whole to its parts, from the group to its component indi- 
viduals ; the S3mthetic proceeds from the parts to the whole, from 
the individual to the group or class. But here the order is not 
indifferent — it must always be from the known to the related un- 
known. 

Every child begins his use of language with single words 
- — not sentences or groups, or even phonograms. When he en- 
ters school he has a vocabulary of 150 to 400 words; moreover 
he has the further power, considerably developed, of grouping 

33 



these words into sentences. Here, then, is indicated the natural 
starting point and the psychological order — beginning with the 
known word and by its means passing to the unknown words, 
groups and sentences; it is also one of the logical methods, the 
Synthetic, for it proceeds from parts to wholes, from individuals 
to groups. This is beginning with the so-called Word Method 
and following it up with the Group, or Thought, and Sentence 
methods. 

As already seen, there is another method of thought, 
the Analytic, which proceeds from known wholes or groups to 
their unknown parts or individuals ; from these we proceed in the 
reverse order and build up out of these newly learned parts and 
individuals new wholes and new groups hitherto unknown. But 
how does this bear upon Reading? Having, by means of the 
vocabulary which the child possesses when he enters school, pro- 
ceeded by the Synthetic method to the reading of sentences com- 
posed of words already known, we reverse the operation. Start- 
ing again with the known word we resolve into its elements, let- 
ters, elementary sound, phonograms, etc., and out of these we are 
able to build up hitherto unknown words, groups, sentences and 
to recognize them, i. e., we have learned to read. And this is 
what has been called the Word Method. But it must be readily 
.seen that all the so-called methods are here used and the question 
is one of order rather than of method. 

Some questions of detail are: shall we begin with the 
book or the blackboard? Shall we use the script or the printed 
charaacters ? Most of the most successful teachers use the black- 
board for several weeks, or until the children have learned to read 
some 40 to 60 of the words in their spoken vocabulary. The 
script characters have the advantage that they are much more 
easily copied by the children, and there seems, perhaps contrary 
to w^hat might be expected, little or no difficulty in passing from 
the script to the printed characters. 

N'o word is learned until it can be pronounced immediately 
on sight and its meaning known. Consequently, every word in 
a sentence should be known before the child attempts to read it; 
he must be able to give his entire attention to getting the mean- 
ing of the sentence as a whole. To this end the teacher should, at 

34 



the close of each lesson, call attention to the new words in the 
next lesson. It is useless to say there is not time — there must 
be time ; if need he cut the lessons shorter or have fewer lessons, 
but let whatever is done be done properly. 



SECOND DAY. 

Oral Recitation — Correct Habits. 

Natural Tones. Most people pitch their voices too high in 
the mistaken idea that high-pitched tones can he more readily 
heard than those of low pitch. Others, naturally timid, are likely 
to read in a whisper. It ought to be easy to teach a child to speak 
in his natural conversational tones. 

Correct Expression. The time when no habits have yet been 
formed is the hest and the easiest time to form good habits. 
Therefore the first lessons are of the highest importance, and no- 
where is this more true than in early habit in Reading. 

Distinct Articulation. It is hardly necessary to discuss this 
except to say that the opposite extreme of over-articulation is 
equally to be avoided, for this is generally a mark of affectation. 

Easy Posture. This is important not alone from a hygienic 
standpoint; attitude of body has an important reflex action on 
mental attitude, and the child who stands easily and gracefully 
will, other things being equal, read better than one who does not 
stand so. 

Train to Catch the Thought. This is, after all, the whole 
end and purpose of learning to read. Draw out the pupil's thought 
by judicious questioning, by conversation, by story-telling. Never 
mind if you do not cover the set number of pages daily, pro- 
nouncing words is not necessarily reading. 

Hasten Slowly. The first steps are always very slow and 
very short. The child has many difficult and many complex 
combinations to make in learning to read, and nearly all of 
them are difficult. There must be many failures and much for- 
getting. Much repetition and infinite patience are necessary. 



35 



THIRD DAY. 

Suggestions and Drill Work. 

Chart. Notwithstanding that the chart business has been 
much overdone by dishonest manufacturers and dishonest agents, 
yet a chart following the black-board work or along side of it is 
very helpful ; it would be much more so if its pages were en- 
larged fac-similes of the first few pages of the primer in use. 

Short Lessons. The child mind is incapable of sustained 
attention except for short periods ; therefore the lessons must be 
short and frequent. Better a short lesson read with ease and in- 
terest than a long one stumbled through. 

Imitation. It is a good thing for the teacher occasionally 
to read the lesson aloud to the class. It helps break up monotone 
and other serious faults. 

Encourage Rather Than Criticise. No comment is neces- 
sary although the fault is, unfortunately, too common. 

Permit no Interruptions. Interruption, while the child is 
reading, confuse him and cause him to lose the meaning of the 
sentence. Let him get through the sentence before making cor- 
rections. 

Interest. At the basis of reading, as of all studies, lies in- 
terest. The reading lesson to be interesting must appeal to the 
child's interests ; those interests must be aroused by questioning, 
by conversation, but especially by selecting material well within 
the pupil's mental grasp. 

Reading to One Another. This is an excellent exercise, espe- 
cially if the listeners have their books shut. It cultivates atten- 
tion as well as reading. 

Silent Reading. As we have seen this is the most impor- 
tant form of reading ; much attention should be. paid to it. Read- 
ing silently and reproducing the substance but not the words is 
a useful device here. 

Attend to Errors. No errors of articulation or pronuncia- 
tion should be passed over, but let it always be remembered that 
correction and fault-finding are not synonymous terms. Be not 

36 



hypercritical ; a slip by which a word is wholly lost without mar- 
ring the sense is not a serious matter. 

Diacritical Marks. At a very early stage the more impor- 
tant of the diacritical marks, the long and short vow^el sounds 
and the mark for silent letters, may be taught incidentally, that 
is insofar as they may be helpful in finding out new words. 
But usually too much time is given to this. The real test of the 
usefulness of these marks to a child is not in enabling him to 
mark diacritically the words which he can already pronounce, 
but in being able by their assistance to pronounce words hitherto 
unknown. Yet the other seems to be the test usually set, al- 
though it is absolutely without value, theoretical or practical. 

Drill. Doing the same thing over and over until its repe- 
tition becomes very easy or almost automatic is what is known 
as "drill." But drill may be carried to the point of monotony, it 
then becomes irksome and destroys all interest — this extreme 
must be avoided. 

Reading with the Eye. In reading aloud, the eye must be 
able to run ahead of the voice. This requires training and long 
and careful practice. The training has no short cuts and no 
royal roads but it may begin early. 

Concert Reading. Reading aloud in concert has some 
things in its favor: (i) It brings out the timid. (2) It checks 
those who read too rapidly. (3) It quickens up those who read' 
too slowly. Nevertheless it must be used both cautiously and 
sparingly. 

Reading Aloud at Home. This, of couse, is not a matter 
wholly in the teacher's hands, and yet much may be done in many 
ways to encourage it. It is easy to see that it is an excellent 
practice for the pupil, and in many cases might be of value to the 
homes. 

Right Habits. In reading, as in all things else, habit arises 
from repeated action, and good habits are just as easily acquired 
as bad ones ; it is merely a question of right or wrong direction 
from the beginning. Do not give the bad habits a start. 



37 



FOURTH DAY. 

Preparation of the Lesson by Teacher and Ptipil. 

The first part of the preparation must be in the class, when 
the teacher will call attention to new words, their meanings and 
uses; explain all historical and mythological allusions, etc. This 
calls for preparation on the part of the teacher before assigning 
the lessons ; the pupil's preparation will come after this and be- 
fore the next recitation. The teacher will always ascertain if 
this has been done by questioning as to (i) the subject matter 
of the piece, (2) persons, places or objects mentioned, (3) lead- 
ing thoughts or incidents, (4) the pronunciation and meaning of 
new and unfamiliar words, (5) historical, biographical or myth- 
ological allusions. To be sure not all of these will be used in 
every lesson ; the plan is merely suggestive and subject to end- 
less variety. Like any other device, it loses its value the instant 
it becomes mechanical. 



FIFTH DAY. 

The Requirements of a Good Reading-Book (General Discussion) 

(i) It should be well printed and in sufficiently large type 
to make it easy for the child to point to each word with his 
finger as he pronounces it. 

(2) It should be made attractive by pictures, and by the 
pleasantness and interest of the subject. This is of the first im- 
portance. 

(3) The lessons should not be graded by so mechanical a 
rule as the mere length of the words and the number of syllables. 
The real grading of the words depends not on their length but 
on their familiarity or unfamiliarity and on the number of 
anomalous forms which they contain. 

(4) Every lesson should- contain at least two or three 
words with are a little beyond the child's own working vocabu- 
lary, and which therefore when learned will be distinct additions 
to it. This is very important. 

3« 



(5) Let a good many of the lessons be narrative and in the 
form of dialogue, giving some play for changes of voice. Mo- 
notony is encouraged by always reading sentences consisting of 
assertions only. 

(6) It is of comparatively little consequence that the les- 
sons should obviously be didactic or instructive in the early 
stages. Later on, of course, we regard reading as a means to 
an end and that end is mental culture or obtaining useful infor- 
mation; but, in the early stages, reading is an end in itself, and 
whatever conduces to make it more interesting facilitates the ac- 
quisition of the art. 

This outline, being intended for a course of Hve lessons, is 
necessarily brief and merely suggestive. It does not pretend to 
touch except incidentally the second great division of reading — 
reading aloud, conveying to others the meaning of the printed 
page. This belongs to the domain of Elocution or Oratory. 

If the term of the Institute extends beyond the short time 
contemplated, it will be an easy matter for the instructor to 
expand the several topics touched upon, to illustrate in class the 
various so-called methods, or even if time permits and he is 
equal to the occasion, take up the subject of Elocution. 



39 



UNITED STATES HISTORY 

By W. D. Crawford, Superintendent of Schools, Dardanelle. 



FIRST DAY. 

General Discussion of — 

I. Objects of the Study. 

(i) To broaden our view of man's sphere of action. 

(2) To judge the present and future by the past. 

(3) To learn the certainty of cause and effect. 

(4) To develop a love for good character and a noble 
life. 

II. Methods of Presentation. 

(i) Chronological, — develop every detail fully in the 
order of time as the class progresses. The ordi- 
nary text book method. 

(2) Analytic. 

a. Present a brief outline of the whole history 
at the first lesson. 

b. Develop each great branch of the subject grad- 
ually. 

c. Discuss : character, morals, literature, educa- 
tion, invention, and progress in civilization; 
rather than wars. 

d. In final details present many brief biographi- 
cal sketches. 

e. Use outlines and topics freely rather than les- 
sons by pages. 

f. Encourage independent reading and thought. 

III. Model outline for first week in advanced class. 



40 



Biographical Outline fur the Day. 
Benjamin Franklin. 

1. Born, Boston, Jan. ly, 1706; son of a poor soap-maker. 

2. Was apprenticed to his brother as a printer when twelve 

years old. 

3. Ran away to Philadelphia because of ill-treatment. 

4. Visited England when nineteen years old. 

5. Wrote 'Toor Richard's Almanac." 

6. Was appointed Postmaster General for the colonies, 1753. 

7. Was a member of the first Continental Congress. 

8. Was Ambassador to France 1778 and secured aid for 
the Revolution. 

• 9. W^as Ambassador to England, 1782, and negotiated the 
treaty of peace. 

10. Was temperate, truthful, industrious, patient, kind, fru- 

gal, a model of honest virtue. 

11. Quotations: 

"Lost time is never found again." 
"A fat kitchen makes a lean will." 
*'A small leak will sink a large ship." 
''Remember Job suffered' and was afterzvards prosper- 
ous." 
"Silks and satins put out the kitchen fire." 

12. Was a member of the Constitutional Convention, 1787. 

13. Proved the identity of lightning and electricity. 

14. Turgot said of him, ''Eripuit coelo fulmen, sceptrumque 
tyrannis." 

15. Died in Philadelphia, 1790. 



SECOND DAY. 

General Outline. 



I. Origin. 

I. Aborigines, 
(i) Mound Builders, (2) Cliff Dwellers, (3) Indians, (4) 



Aztecs. 

41 



2. Discovery. 

(i) Irish, (2) Icelandic, (3) Spanish, (4) English, (5) 
French, (6) Dutch. 

3. Chief Settlements. 

(i) Florida, (2) Virginia, (3) Canada, (4) New York, (5) 
Massachusetts, (6) Georgia. 

4. Revolution. 

(i) Causes, (2) Events, (3) Results. 

5. Steps in Organization. 

(i) Union of the New England Colonies. 

(2) The Albany Plan. 

(3) Colonial Congress. 

(4) First Continental Congress. 

(5) Second Continental Congress. 

(6) Confederation. 

(7) Constitution. 

11. History. 

1. Foreign Wars. 

(i) Barbary States. 

(2) Second War with Great Britain. 

(3) War with Mexico. 

(4) Spanish War. 

2. Civil War. 

(i) Causes, (2) Events, (3) Results. 

3. Development. 

(i) Political, (2) Territorial, (3) Mechanical, (4) Literary, 
(5) Commercial, (6) Educational. 

4. Special Topics. 

(i) Famous Bills and Laws. 

(2) Leading Dates. 

(3) Famous Sayings. 

42 



(4) Nicknames of Great Americans. 

(5) Rebellions or Insurrections. 

(6) Leading Generals. 

(7) Important Treaties. 

(8) Historical Poems and Songs. 

(9) Subjects for Essays. 

(10) Subjects for Debate. 

(11) Political Terms and Popular Expressions. 

(12) The Presidents and Their Administrations. 

(13) Queer Queries. 

(14) Great Questions and Issues. 

(15) Growth of Great Cities. 

(16) Geographical Associations. 

Biographical Outline for the Day. 

James Monroe. 

I. Born in Westmoreland County, Virginia, 1758. 
Graduated from William and Mary College, 1776. 
Served in the battles of Germantown, Trenton, and 
Monmouth. 

Member of Virginia Legislature, 1782; Continental 
Congress, i783-'86. 

U. S. Senator, 1790; Minister to France, 1794. 

Governor of Virginia, .1798; Minister to France again, 
1801. 

Helped to negotiate the Louisiana Purchase Treaty. 

Governor of Virginia 181 1 ; Secretary of State and then 
of War to Madison. 

President, i8i7-'25. 

In a message to Congress he advocated the "Doctrine" 
that the acquiring of territory on the Western Conti- 
nent by any European Power would be considered an 
unfriendly act by the United States. 

Jefferson said of him, "His soul might be turned inside 
out and not a blemish be found." 



5 
6 

?■ 
8 

9 
10 



II. 



43 



12. He opposed the adoption of the Constitution. 

13. He secured the purchase of Florida, 1819. 

14. He grew poor instead of rich in the course of his pubHc 

services. 

15. Died July 4, 1831. 



THIRD DAY. 



Outline of Steps to Our Union. 

I. Union of the New England Colonies : Plymouth, Massa- 
chusetts Bay, Hartford and New Haven, 1643. 

n. Albany Convention. 

1. Cause, French and Indian War. 

2. Measures, Plan for Colonial Union. 

3. Place and Time, Albany, N. Y., 1754. 

4. Leading man, Banjamin Franklin. 

5. Results, Caused the people to begin to think of 
Union. 

HI. First Colonial Congress, 1765. 

1. Cause, the Stamp Act. 

2. Measures. 

(i) Declaration of Rights. 

(2) Petition to the King. 

(3) Petition to Parliament. 

3. Results, Repeal of the Stamp Act. 
IV. First Continental Congress, 1774. 

1. Cause, Taxation Without Representation. 

2. Measures. 

(i) Declaration of Rights. 

(2) Petition to the King. 

(3) Address to the People of England. 

3. Results, Nothing. 



V. Second Continental Congress, 1775. 

1. Cause, Continued Oppression. 

2. Measures. 

(i) George Washington made commander of the 
army. 

(2) Took entire control of the Revolutionary War. 

(3) Issued the Declaration of Independence. 

(4) Issued money and made treaties. 

3. Results, Independence. 

VI. Confederation, 1781. 

1. Originated in Congress, 1776. 

2. Was slowly adopted by the States. 

3. Provided for a Congress of Delegates from Inde- 
pendent States. 

4. Had no President or Judiciary or tax collecting 
power. 

5. Was the form but not the substance of a Federal 
Government. 

VII. Constitution, 1789. 

Biographical Outline for the Day. 

Samuel J. Tilden. 

1. Born Feb. 4, 1814. 

2. Was a personal friend and neighbor of Martin Van Bu- 

ren, who praised him for his steadiness of character. 

3. Was admitted to the Bar in 1841 and was noted for 

careful reasoning rather than eloquence. 

4. In 1869 he led in the political reform that broke up the 
''Tweed Ring" in the City of New York. 

5. Was elected Governor of New York in 1874 and then 

helped to break up the ''Canal Ring." 

6. Was candidate for President in 1876 against Hayes and 

received the Popular vote but lost the Electoral vote. 

45 



7- Accepted defeat as well as victory in a deliberate and 
manly way. 

8. Was noted for sterling honesty, hard work, and cool 

judgment. 

9. Was known as the ''Sage of Greystone." 
10. Died in New York, 1876. 



FOURTH DAY. 

Outline of Poreign Wars. 

I. French Naval War, 1797-99. 

1. "Millions for defense but not one cent for tribute" — 

C. lO. Pinckney. 

2. X. Y. Z. Papers. 

3. Song, ''Hail Columbia," by Joseph Hopkins. 

4. We capture more than a score of French war 
vessels. 

5. Peace made with Napoleon at the close of the French 
Revolution. 

H. Tripolitan War, i8oi-'o5. 

1. Cause, Pirates demand ransom for Americans held 
as prisoners. 

2. Bombardment of Tripoli by Commodore Preble. 

3. Treaty of peace gives us trading rights on the Med- 
iterranean. 

in. Second^ War with Great Britain, i8i2-'i5. 

1. Causes. 

(i) Impressment of American seamen. 
(2) Old ill feeling between the Americans and the 
English. 

2. Events. 

(i) Hull's surrender of Detroit, 1812. 
(2) Perry's victory on Lake Erie, 1813. 

46 



(3) McDonough's victory on Lake .Champlain, 
1814. 

(4) Battle of Lundy's Lane and burning of Wash- 
ington, 1814. 

(5) Battle of New Orleans and Treaty of Ghent, 
1815. 

3. Results, Mutual respect. Increase of Trade. 

IV. Algerian War, 181 5. 

1. Cause, Pirates imprisoning American seamen and 
citizens. 

2. Events, Commodore Decatur destroys the Alge- 
rian fleet. 

3. Results, Free navigation to the Mediterranean. 

V. Patriot's War, a rebellion in Canada, i837-'38. 

VI. Mexican War, i846-'48. 

1. Cause, Annexation of Texas and Disputed Bound- 
ary. 

2. Northern Campaign, Gen. Taylor, Palo Alto, Buena 
Vista. 

3. Southern Campaign, Gen. Scott, Vera Cruz, Mexico. 

4. Results, Treaty Guadaloupe Hidalgo gives addi- 
tional territory. 

VII. Spanish War, 1898. 

1. Rebellion in Cuba, 1895. 

2. Battleship Maine blown up in Havana Harbor, Feb. 
15, 1898. 

3. War declared, April 21, 1898. 

4. Manila Bay captured by Commodore Geo. Dewey, 
May I. 

5. Cervera's Fleet destroyed, July 3, at Santiago, Cuba. 

6. Santiago captured July 14, Porto Rico captured 
July 25. 

7. Protocol August 12, Final Treaty signed Oct. 12. 



47 



8.. Cuba becomes an Independent Republic. 
9. Porto Rico and Philippines ceded to the U. S. for 
$20,000,000. 

Biographical Outline for the Day. 

U. S. Grant. 



I, 
2 

3 
4 

5 

6 

8 

9 
10 

II 
12 

13 



Born on a farm in Ohio, 1842. 

No free schools in Ohio then, so he received little edu- 
cation. 

Graduated below the average at West Point. 
Served in the Mexican War. 

Entered the Civil War as a Colonel, left it as a Lieut. 
General. 

Ft. Donaldson, Shiloh, \^icksburg, Richmond, Appo- 
matox. 

Lincoln said, "He is the first 'General' I have had." 
Lee said, "Grant is not a retreating man." 
Served as President i868-'72. 

Journeyed around the world and met every great Prince 
or Potentate in Europe or Asia. 
A bank failure in 1884 took all his property. 
Finished writing his "Memoirs" while on his death bed 
in order to provide for his family. 

Died at McGregor, New York, 1885 ; interred at River- 
side Park, N. Y. 



FIFTH DAY. 



Outline of Mechanical Progress. 

1. Cotton Gin, Eli Whitney, 1793. 

2. Fulton's Steamboat, Clermont, first practical steamer, 

1807. 

3. First Ocean Steamer, Savannah, 1819. 

4. Erie Canal begun by DeWitt Clinton, July 4, 1817, com- 

pleted 1825. 

48 



5- Railroads. 

(i) First Engine, Hoboken, N. Y., 1825. 

(2) First Steam Railway begun by Charles Carroll, 
July 4, 1828. 

(3) First practical engine used at Charleston, S. C, 
1831. 

6. Reaper, Patented by Cyrus McCormick, 1834, first used 

1841. 

7. Screw Propeller for Ocean Steamers, John Ericson, 

1836. 

8. First Express, Boston to New^ York, W. F. Harnden, 

1839. 

9. Daguerreotype or photograph perfected, 1840. 

10. Hard Rubber, Chas. Goodyear, 1844. 

11. Telegraph, S. F. B. Morse, patent 1837, first line 1844. 

12. Sewing machine, Elias Howe, 1846. 

13. Discovery of Anesthesia by four physicians independ- 

ently, 1846. 

14. Steam Cylinder Printing Press, Richard Hoe, 1848. 

15. Steam Fire Engine, Lata Bros., 1853. 

16. Atlantic Cable, Cyrus Field. 

(i) First attempt, 1857. 

(2) Second and third attempts, 400 messages sent, 

1858. 

(3) Entire success, 1866. 

17. First Ironclad Monitor, John Ericson, 1862. 

18. Pacific Ry., 191 6 miles long, marks an era in Ry. 

building, i866-'69. 

19. Telephone, Bell and Gray, 1870. 

20. Phonograph, Thos. A. Edison, 1877. 

21. Mississippi Jetties, built by Capt. Jas. Eades, 1879. 

22. First practical electric light, Thos. A. Edison, 1880. 
2^. Brooklyn Bridge, John A. Roebling, 1883. 

24. Submarine Boat, Holland. 

25. Wireless Telegraphy. 

4P 



Biographical Outline for the Day. 
Robert B. Lee. 

1. Born in Virginia, 1807. 

2. Son of 'Xight Horse Harry" Lee. 

3. Graduated at West Point, 1829. 

4. Served in the jMexican War as a Colonel. 

5. Disapproved "Secession'' but supported ''State Sover- 

eignty" and followed his native State into the Rebel- 
lion. 

6. Became commander of the ''Army of Northern Virgi- 

nia" in 1862. 

7. Successfully defended Richmond for three years. 

8. Was the greatest General in defensive operations in 
modern times. 

9. After the Civil War was President of Washington Col- 

lege at Lexington, Virginia, the College name being 
changed to Washington and Lee University in his 
honor. 

10. Was especially noted for his kindness and good will. 

11. "Duty is the sublimest word in the English language." 

12. Died at Lexington, Virginia, 1870. 



50 



ORTHOGRAPHY 

By C. S. Barnett, Superintendent of Schools, Eureka Springs. 



FIRST DAY. 

General Discussion. 

We speak and we write our language. Careful training 
should be given in pronouncing and in writing words. 

"Correct pronunciation is as important as correct spelling." 

Words are signs of ideas. All words not familiar to the 
pupil should be used in thought-bearing sentences. 

A record of all difficult words misspelled should be kept, and 
these words should be used frequently in reviews. 

Reviews in spelling should be more frequent than in any 
other study. 

The misspelled words should be recorded in a book kept for 
that purpose. The writer once had a special "Spelling Record" 
made for each pupil. 

An excellent plan is to have each pupil keep a record of his 
misspelled words, either in a "Spelling Record" made especially 
for the purpose, or by the use of the Pedagogical Spelling Blank 
made by A. Flanagan, Chicago. 

A large chart for the wall, with each pupil's name, and 
blank space for misspelled words, has done wonders for one 
school. 

All words commonly misspelled in the written work of the 
pupils should be preserved for reviews. 

The words the pupils use and cannot spell, form the best 
material for spelling lessons. 

Work in vocabulary building is interesting and profitable. 
Prof. George H. Palmer says : "Let any one who wants to see 
himself grow, resolve to adopt two new words each week. It 
will not be long before the endless and enchanting variety of the 
world will begin to reflect itself in his speech and in his mind 
as well. I know that when we use a word for the first time we 
are startled, as if a fire-cracker went ofif in our neighborhood. 

51 



We look about hastily to see if any one has noticed. But finding 
that no one has, we may be emboldened. A word used three 
times slips off the tongue with entire naturalness. Then it is ours 
forever, and with it some phase of life which had been lacking 
hitherto." 

Words should occasionally be written in separate syllables, 
the separation being denoted by spaces. The division of words 
into syllables is an important matter. 

Dictation exercises are valuable in teaching words in their 
proper surroundings, and in teaching capitalization and punctu- 
ation. 

Dr. Klemm says in his "Chips from a Teacher's Workshop", 
"A list of words without meaning to the child, isolated words 
without connection in thought-bearing sentences, are like pebbles 
in the stomach." 

The diacriticals should be taught in every grade of the 
schools, beginning with the long and short sounds in the pri- 
mary and continuing the work until all of the marked sounds are 
familiar. 

A drill of five minutes a day on the use of the diacriticals 
will, in a short time, give the pupils the ability to use the diction- 
ary intelligently. 

Construction exercises are a valuable aid to teaching spell- 
ing. Groups of words associated in meaning are easily learned, 
and can readily be given in connection with the work in compo- 
sition. We are giving a list of suggestive exercises for the fourth 
day's work in the Institute, from an excellent w^ork, entitled "A 
Spelling Book by Georgia Alexander", published by Longmans, 
Green & Co., New York. 



SECOND DAY. 

Diacriticals. 

I. Definition. 

Alarks used with letters to show that they s.-^nd for 
some particular sound 

52 



2. Marks used. 

a a, re, e, 6, a, e, u, g, 

3.. Names of marks used. 
(i) Macron. 



4. 



(2) 


Submacron. 




(3) 


Transmacron. 




(4) 


Breve. 




(5) 


Caret. 




(6) 


Tilde. 




(7) 


Diaeresis. 




(8) 


Subdiaeresis. 




(9) 


Cedilla. 




(10 


) Perpendicular. 




(II 


) Accent. 




(12 


) Period. 




(13 


) Subperiod. 




Diac 


Titical Charts. 




I. 


Of a. 






(i) Macron a as 


a in hay. 




(3) Breve a as a 


in hat. 




(3) Caret a as a 


in air. 




(4) Period a as a in last. 




(5) Diaeresis a as a in far. 




(6) Subperiod a 


as a in what. 




(7) Subdiaeresis ; 


1 as a in ball. 


2. 


Of e. 






(i) Macron e as 


e in mete. 




(2) Breve e as e 


in met. 




(3) Caret e as e 


in heir. 




(4) Tilde e as ^ 


in term. 




(5) Submacron e 


: as e in they. 


3- 


Of i. 






( I ) Macron i as : 


in in site. 




(2) Breve i as in 


in sit. 



.^R 



(3) Diaeresis i as i in valise. 

(4) Tilde i as i in firm. 

4. Of o. 

(i) Macron o as in not. 

(2) Breve o as 6 in not. 

(3) Caret o as 6 in fork. 

(4) Tilde o as o in work. 

(5) Period o as o in dove. 

(6) Subperiod o as o in wolf. 

(7) Subdiseresis o as o in move. 

5. Of 00. 

(i) Macron 00 as 00 in moon. 
(2) Breve 00 as 00 in book. 

6. Of u. 

(i) Macron u as u in mute. 

(2) Breve u as u in hut. 

(3) Caret u as li in furl. 

(4) Subperiod u as u in put. 

(5) Subdiaeresis u as u in rude. 

7. Of c. 

(i) Transmacron c as r^ in can. 
(2) Cedilla c as g in citizen. 

8. Ofg. 

(i) Period g as g in gem. 
(2) Macron g as g in go. 

9. Of n. 

(i) Tilde n as fi in canon. 

(2) Submacron n as n in finger. 

10. Of s. 

(i) Perpendicular s as s in was. 



54 



11. Of th. 

(i) Macron th as th in beneath. 

12. Of y. 

(i) Macron y as y in my. 

(2) Breve y as y in myth. 

(3) Tilde y as y in myrrh. 

A thorough drill on the use of the diacriticals should be given 
the teachers. Let the teachers give the sounds of the letters as 
indicated by the marks. A lesson or two in diacritical spelling 
will be helpful. A diacritical match is as interesting as any 
other match, if the teachers know the use of the diacritical marks. 
The writer has observed that a great many teachers do not know 
the importance of teaching the marked sounds of the letters. A 
great many pupils pass through the grades without being able 
to pronounce a word when looking at in the dictionary. 

Begin drilling on the macron and breve sounds with little 
children and keep up the work with the older ones until they have 
m.astered the subject. 

Make charts on manilla paper with a rubber pen and drill on 
these each day the last five minutes before the close of any session. 

Write the sounds of "a" at the top of your blackboard and 
drill on these "while you wait." Keep up the drill until all of 
your pupils can use the dictionary intelligently. 

Remember that correct pronunciation is as important as cor- 
rect spelling and much of our so-called bad spelling is due 
to bad pronunciation. 

Occasional lessons should be given in marking words dia- 
critically. The teacher should pronounce the words and the 
pupils should mark the letters with proper diacriticals. 

A Test in Pronunciation. 

The words which are given here were selected from the lists 
for pronunciation in "Course of Study for the Common Schools 
of IlHnois." 

1. Aunt. 4. Aye. 7. Area. 

2. Ant. 5. Bicycle. 8. Arid. 

3. Almond. 6. Docile. 9. Bade. 

55 



10. Again. 

11. Horizon. 

12. Condolence. 

13. Drought. 

14. Pumpkin. 

15. Bomb. 

16. Quotation. 

17. Desert. 

18. Concise. 

19. Stratum. 

20. Process. 

21. Alternate. 

22. Queer. 

23. Arctic. 



24. Courteous. 

25. Pique. 

26. Donkey. 

27. Beneath. 

28. Column. 

29. Ere. • 

30. Corps. 

31. Forehead. 

32. Gape. 

33. Inquiry. 

34. Bulk. 
35- Ally. 

36. Neither. 

37. Creek. 



38. Chasten. 

39. Hearth. 

40. Alms. 

41. Leisure. 

42. Heroine. 

43. Envelope. 

44. Faucet. 

45. Half. 

46. Psalm. 

47. Bath. 

48. Data. 

49. Err. 

50. Inclement. 



THIRD DAY. 



Methods of Teaching Spelling. 
i^ Writing Method. 

I-. Material necessary. 
Blackboard. 
Spelling Book. 
3^. Dictionary. 
4^. Spelling blank. 
5^. Pencil, or pen and ink. 

Preparation. 

i^. On the part of the teacher. 

I*. Study closely the pronunciation of each 

word. 
2*. Look up shade of meaning of each word 

and be able to illustrate if necessary. 
3"*. Write on the board or have marked in 
spelling book words to be studied. Point 
out difficulties. 



56 



2^. On the part of the pupils. 

i^. Copy words on scratch book. 

2*. Observe closely the difficult points in each 

word. 
3*. Study the pronunciation of each word by 

use of dictionary. 
4*. Find out the meaning of unfamiliar words, 
3^. Recitation. 

i^. Pupils should lay aside study tablets and books. 
2^. Words should be erased from boards or cov- 
ered from view. 
3^. The teacher should pronounce each word dis- 
tinctly and correctly, but once, except for good 
reasons. 
4^. Pupils should exchange spelling blanks. 
5^. Words should be spelled orally by teacher or 

pupils. 
6^. Each misspelled word should be marked with 

an X. 
7^. Every misspelled word should be written cor- 
rectly on the stub of the spelling blank. 
8^. Grade upon the principle that the loss sustained 
from misspelling a word is twice as great as 
the gain from spelling a word correctly. 
2\ Oral. 

I-. ^laterial necessary. Same as for writing. 
2~. Preparation. Same preparation as for written 
spelling except the addition of having pupils pro- 
nounce the words to one another, if possible. 

3^. Recitation. 

i^. Books closed and all aids put aside. 
2^. Pupils stand in line. 

''Turning down'' and ''headmarks" add inter- 
est. 

Words should be pronounced by the teacher 
correctly and distinctly, but once, except for 
good reasons. 
57 



.3 



5^ 
8^ 



Pupils should pronounce the words correctly 
before spelling. 

The ''spelling match," occasionally, when man- 
aged properly, is a source of much interest. 
Review lessons may be conducted with advan- 
tage by means of the "spelling match." 
Ways of conducting a "spelling match :" 

I-*. The Common Method. 

2*. Saving and Out. 

3*. The Written Spelling Match. 

4^ The Hospital Spelling Match. 

5*. Passing Over. 

6*. Climbers. 

7*. Champions. 

8"^. Half-way Line. 

9*. Keeping Tally. 

Comparative Merits of Written and Oral Spelling, 
i^. Advantages of the writing method. 

i^. The structure of the word is fixed in the mem- 
ory through the most important sense — the 
sense of sight. 

The "after images" of sight are more persistent 
than those of hearing. 

The eye can dwell longer on the word spelled. 
The possibilities for correction are greater. 
It is a better test of comparative skill of a 
class. 

Every pupil is required to spell every word. 
Better attention secured. 

Records of misspelled words may be more sys- 
tematically kept for reviews. 
The practical necessity is greater. 
"That which strikes the ear is lost in one short 
hour. 



r 

8^ 



58 



But that which strikes the eye Hves long upon 
the mind, 

The faithful sight engraves the thought with a 
beam of light." 

2^. Advantages of the Oral Method. 

i^. It is more convenient. 
2^. It is more interesting. 
3^. More emphasis on pronunciation. 
4^. Correct syllabication more easily taught. 
5^. Admits of more interesting competitive reci- 
tations. 

NoTi:. — Not much more than the thread that binds this out- 
line together is claimed by the writer. The best writers 
on pedagogy have been consulted and quoted freely with 
and without quotation marks. 



FOURTH DAY. 



Subjects for Construction Exercises. 
At the Postoffice. 
On a Street Car. 
In the Kitchen. 
On Circus Day. 
A Loaf of Bread. 
A Barrel of Flour, 
A Pound of Butter. 
Out of the Woods. 
A Spring Walk. 
In the Summer. 
On the Play Ground. 
Going to School. 
In the Bedrooms. 
In the Pantry. 
In the Dry Goods Store. 

59 



In the Evening. 

A Winter Morning. 

At the Daily Market. 

A Hotel Guest. 

The Daily Paper. 

A Good Citizen. 

At a Concert. 

My Favorite Magazine. 

In the Living Room. 

The Study of a Book. 

At Breakfast. 

Marks of Punctuation. 

Words Used in Business. 

The President's Cabinet. 

At Dinner. 



The Federal Government. 

Words Used in Grammar. 

Our Island Possessions. 

At Supper. 

A Stitch in Time. 

Fisherman's IvUck. 

Some of Our Friends. 

At Church. 

A Spelling Match. 

A Pocket Handkerchief. 

A Fire at School. 



In an Art Gallery. 

A Sleigh Ride. 

A Visit from Santa Glaus. 

In the Evening. 

The Story of a Stream. 

A Gingham Apron. 

The Story of a Clock. 

What a Boy Wears. 

In the Autumn. 

Pioneer Life. . 



The subjects given above may be assigned to the teachers and 
lists of related words may be made as a vocabulary exercise, or 
the subjects may be used as indicated in the following examples 
from Alexander's Spelling Book. 







In the ^Morning. 




hair 


tidy 


comb 


w^ash 


t?ngle 


early 


shoes 


sister 


clothes 


braid 


fasten 


sunshine 



Visit from Santa Glaus. 



carol 


merry expect 


holly 


candies 


stocking slipped 


surprise 


whispered 


wrapped presents 
A Hotel Guest. 


unpacked 


rate 


guest cashier 


receipt 


lobby 


waiter prompt 


courtesy 


service 


manager parlors 


occupant 


iestaurant 


corridors payment 


proprietor 


permanent 


European transient 


accommodate 



Write of a real or an imaginary stay you once made in a 
large hotel, using from memory not fewer than eight of the 
words above. 

60 



In the Bedroom, 

linen iron toilet prayer 

airing towels mirror dainty 

curtain dresser spotless comfort 

washstand mattress bedstead healthy 

Write three interesting sentences, using from memory not 
fewer than five of the words above. 



FIFTH DAY. 

Dictation Exercises. 

Dictation exercises are very important and much neglected 
in teaching spelling. In exercises of this character, the pupils 
see the words in their proper surroundings. If the selections are 
good, the training in good use, in punctuation, in beautiful dic- 
tion, can not be overestimated. 

The selections to be studied should be written neatly upon 
the board, if no text-book containing the matter is in the hands of 
the pupils. The attention of the pupils should be called to the 
points to be carefully studied. They should see whether the 
selection is prose or poetry, and have their attention called to 
the special rules for writing poetry. The marks of punctuation 
should be carefully observed. Difificult words should be looked 
at ''intensely," and the muscular memory called upon to aid in 
fixing the proper form upon the mind. 

Sometimes exercises of this character may be given without 
previous preparation on the part of the pupils. The following 
may be given to the teachers as a test : 

Will you please give me a glass of milk? 
I shall be glad to. Here it is. 
I thank you very much. 

In the heart of a seed, 

Buried deep, so deep, 
A dear little plant 

Lay fast asleep. 
— Kate: L. Browns The Little Plant. 

61 



"Do you know, Grace," said my brother, "that if you should 
go to the end of the rainbow, you would find there purses filled 
with money, and great pots of gold and silver?" 

"Is it truly so?" I asked. 

"Truly so," he answered. — Grack Grkknwoods Chasing a 
Rainbow. 

Suddenly something tugged at my line and swept off with it 
into deep water. Jerking it up, I saw a fine pickerel. 

"Uncle," I cried, "I've got a fish!" 

"Not yet," said my uncle. As he spoke there was a splash 
in the water. I had lost my prize. — John GreenlDAF Whittie:r: 
The Pish I Didn't Catch [abridged]. 

The mists had congregated about the distant mountain-side 
and there were seen the grand and awful features of the Great 
Stone Face, awful but benignant, as if a mighty angel were sit- 
ting among the hills. — Nathaniel Hawthorne:: The Great 
Stone Face. 

This old shoemaker, with his spectacles pushed up on his 
forehead, and his leather apron tied round his waist, had always 
been kind to Louise ever since her father took her to his shop 
last summer, to be measured for a pair of shoes. He looked at the 
little worn shoe that she took off, and said inquiringly, "That 
shoe was not made in this country?" "No," answered the father, 
"that shoe came from Germany." Then the old man laid his 
rough hand caressingly over the worn leather, and answered, "I, 
too, came from the fatherland, but it is now more than fifty years 
since I saw the Rhine." — Jane: Andrews: Bach and All 
[adapted]. 

"Pray who are you, beautiful creature?" inquired Pandora. 

"I am Hope !" answered the sunshiny figure. 

"Your wings are colored like the rainbow !" exclaimed Pan- 
dora. 

"Yes," replied Hope, "because I am partly made of tears as 
well as smiles." 

"And will you stay with us forever?" 

"I promise never to desert you," said Hope. "Trust in my 
promise, for it is true." 

62 



And so they did, and so has everybody trusted Hope that has 
since been alive. — Nathaniel Hawthornf:: The Paradise of 
Children [abridged]. 

When, in the course of human events, it becomes necessary 
for one people to dissolve the political bands which have con- 
nected them with another, and to assume among the powers of 
the earth the separate and equal station to which the laws of 
nature and nature's God entitle them, a decent respect to the 
opinions of mankind requires that they should declare the causes 
which impel them to separation. — Declaration of Independence. 
— Selected from "Alexander's Spelling Book." 



6;t 



PHYSIOLOGY AND HYGIENE 

By Jack McCullough, Principal of Schools, Clarendon. 

There is a growing opinion among teachers that a series of 
books, treating of physiology and hygiene, should be a series 
which, "does not waste time in teaching the child 'how many bones 
there are in the human body' or 'the circulation of the blood' — 
facts which, as formerly taught, had about as much personal mean- 
ing, to a pupil as the islands of the .'Egean Sea or the tributaries 
of the Nile — but shows him why it is good to be clean and healthy ; 
just how dirt and sickness, wrong habits, and intemperance, in- 
jure him and other people; just what scientists and the men who 
make the laws are doing to help all boys and girls to grow up 
into healthy, intelligent citizens." 

In view of this change in attitude no apologies are offered 
for the introduction in an institute of so far-reaching a subject 
as consumption. 

For the same reason it is hoped and believed that the study 
of school hygiene will tend to make a sound mind in a sound 
body. 

Let all the teachers teach and practice these things in their 
schools. 



FIRST DAY. 

Consumption. 



I. Prevalence. 

Most prevalent of all diseases — causes one-seventh of all 

deaths. 
Mortality, as compared with other diseases. 
The victim may be unaware of his affliction. 

II. Nature. 

A pulmonary disease — two types, rapid and chronic. 
First symptoms — cough, indigestion, slight fever, with gradu- 
ally increasing weakness. 

Last stages. 

64 



SECOND DAY. 

Consumption, Continued. 



III. Cause. 



A bacillus is the only direct cause. 

Conditions which predispose the system to infection: (i) 
Heredity; (2) Ravages of other diseases; (3) Environ- 
ment — occupation, poor food, overcrowding, impure air, 
etc. 

Methods of Infection: (i) Sputum; (2) Milk or flesh of 
tuberculous animals; (3) Direct inoculation. 

The crime of spitting. 

IV. Prevention and Cure. 

"It has never been proved that germs will cause harm or dis- 
ease to a perfectly healthy body." 

A healthy body does not lend itself to infection : a body, 
saturated with the virus of one disease, easily falls a 
prey to any other kind of infection. 

Sedentary occupations should be avoided. 

Pure air — special arrangement for ventilation night and day. 

Regular hours. 

Abundant digestible food. 
"Place no reliance whatever on drugs." 



THIRD DAY. 



School Hygiene. 



I. Heating and Ventilation, 
II. Hygiene in School Furniture. 

(a) Size and shape of desks. 

(b) Posture. 

(c) Blackboards and crayon. 

HI. Light. 



FOURTH DAY. 

School Hygiene, Continued. 
IV. Gymnastics and Singing. 
V. Outdoor Games. 
VI . Cigarettes. 
VI I. Defective Senses in Children. 



FIFTH DAY. 



The instructor is urged to invite some person, preferably a 
physician, to use this time in discussing the nature, prevention 
and cure of some disease prevalent in the locality in which the 
Institute is held. 



66 



GEOGRAPHY 

By J. L. Spence, Superintendent of Schools, Monticello. 



FIRST DAY. 

Primary Geography. 

Direction and distance — "the which way" and ''the how 
far." Material to illustrate, schoolroom, grounds, 
roads, landscape, etc. 

Map of school grounds and immediate vicinity. Form mold 
board, elevations, depressions and minor subdivisions of 
land and water. Point out characteristics of each. 

Discuss common plants, fruits and uses ; domestic animals, 
growth, habits, values ; races of people in county, ap- 
pearance, manners, habits, occupation, education and 
citizenship. 



SECOND DAY. 

County. 

Map of county emphasizing boundaries, natural and arti- 
ficial. 

Water Courses — Rivers, canals, creeks. 

Railroads. 

Towns, cities. 

Natural Divisions — Mountains, valley's, plains, prairies, 
plateaus, etc. 

Discuss Resources — Soil, minerals, forests, water power, etc. 

Products — ^Lumber, machinery, grain, cotton, fruits, vege- 
tables, live stock, manufactured goods, etc. 

Schools — Primary, grammar school, high school, colleges, 
etc. 

Prominent Citizens — Ministers, physicians, teachers, law- 
yers, farmers, statesmen, soldiers, etc. 

Government — Home, school, township, county, etc. 

67 



With a slight variation the above outHne will apply to 
Arkansas, United States, or any other country. 



THIRD DAY. 

Mathematical Geography. 

Study Earth from the globe — Size, shape, axis, diameters, 

parallels, meridians, latitude, longitude, zones, circles, 

degrees. 
Motions — Rotation, revolution. 

Result — Seasons, day and night, solstices, equinoxes, etc. 
Discuss earth's distance from -and influence upon other 

bodies and vice versa. 



FOURTH DAY. 

Physical Geography. 

Study Earth — Formation, causes of regularity and irregu- 
larity of surface and temperature. 

Lands — Continents, islands, peninsulas, etc. 

Relief — Prairies, plains, plateaus, mountains, divides, water- 
sheds, etc. 

Phenomena — Volcanoes, earthquakes, causes, relations, long 
past, recent. 

Changes in operation, erosion, deposits, etc. 

Water — Oceans, seas, lakes, rivers, etc. 

Currents — Waves, tides, causes, results. 

Winds — Trade, monsoons, sea breezes, tornadoes, hurri- 
canes, cyclones etc. 

Climate — Affected; altitude, latitude, winds, rainfall, vege- 
tation mountains, etc. 



68 



FIFTH DAY. 

Comiiicrcial Geography. 

Name principal import, export cities, railroad and steamship 
lines. 

Countries holding special commercial relations with us. 

Chief articles of import and export. 

Trade balance in favor or against us each year. 

Discuss free trade, tariff-for-revenue, for protection, reci- 
procity, interstate commerce laws. 

Political parties for or against tariff. 

Effect Panama Canal may have on commercial relations. 

Powerful navy essential to commercial supremacy. 

Political Geography. 

Human Family — Savage, barbarous, civilized, enlightened 

etc. 
Races — ^Caucasian, ^Mongolian, Malay, Indian, Ethiopian. 
Pursuits — Agriculture, mining, manufacturing, commerce. 

transportation, etc. 

Religions — iChristianity, Jtidaism, Mohammedanism, Budd- 
hism, etc. 
Governments — ^Republican, monarchial, etc. 



69 



ARKANSAS HISTORY 

By Ury McKenzie, Superintendent of Schools, Morrilton. 



FIRST DAY. 

Importance of This Study. 
(a.) Practical Value. 

1. Knowledge of history of State — early settlements — 
growth, development. 

2. Knowedge of prominent men in the history of the State — 
their connection with important events and affairs of the 
State. 

3. Familiarity with advancement of State along agricul- 
tural, industrial, educational, social, and religious lines. 

4. Knowledge of the government of the State in local 
affairs. 

(b.) Educational Value. 

1. Develops a feeling of love and pride for one's State. 

2. Teaches local patriotism. 

3. Cultivates an interest in the aff'airs of the State. 

4. Arouses an interest for well-being of the State. 

5. Gives an interest and appreciation for the important 
characters of the State — those of the past as well as 
the present 

General Discussion of Methods of Teaching the Subject. 



SECOND DAY. 

Early History — -Colonial and Territorial. 

(a.) Acquisition. 

Extent of territory acquired by France in 1682. Later trans- 
ferred to Spain, then to France, then to United States. 
Details of these transfers. States and Territories later 
formed from the territory thus acquired. 



(b.) Earliest Occupants. 

Indian Tribes. Xames, manner of living, habits, remains 
found today in different parts of the State. 

(c.) Early Explorers. 
DeSoto, La Salle, Marquette, Joliet, Father Hennepin and 
others. The explorations of each traced upon outline 
map. Importance of explorations, and results for 
future history. 

(d.) First Settlement. 

Where, when, and by whom? Slow growth of settlement, 
(e.) Early Government. 

Important French and Spanish Governors, with a brief ac- 
count of their work. 



THIRD DAY. ' 

Early History — Continued, 
(f.) The Louisiana Purchase. 

Events leading up to this purchase. Importance to future 
history. Persons connected with the purchase. Trans- 
fer of property. 

Territories formed for purpose of government, from terri- 
tory ceded by France. 

Explorations — Lezvts and Clark. 

Importance. Date. Territory traversed. 
Earthquakes. 

"Sunk lands." 
Arkansas Territory Formed. 

Date. Capital. Counties early formed. 

Work of Territorial Legislatures. 

First newspaper. 

Treaties with Indians. 

Early immigration along parallel lines. 

Internal improvements. 

71 



FOURTH DAY. 

Period of Statehood. 

(a.) Agitation for Statehood. 
Prominent men of this period. 
Difficulties encountered in efforts for Statehood. 
Objections offered. 
Date of admission. 

EstabHshment of banks by Legislature. 
"Holford Bonds." 
Brief account of Political Parties. 
Growth in wealth and population, 
(b.) Mexican War. 
Number of men enlisted from Arkansas. 
Names of those gaining special distinction in the war and 
in what battles. 

<c.) Civil War. 
Act of Secession. 

Requisition for quota of troops refused. 
Number of men enlisted from Arkansas. 
Names of those gaining special distinction in the war. 

Battles that took place in the State and location of same on 
outline map. 



FIFTH DAY. 

Period Since the War. 

Rapid development of the State along industrial and finan- 
cial lines after the close of the war. 

Brief account of Brooks-Baxter War. 

Constitution of 1874. 

Prominent men and statesmen of this period, their lives and 
services. 

The last quarter of a century's growth and progress of the 
State, as to population and wealth, agriculture, trade, 
industries, education. 

72 



ALGEBRA 

By G. W. Droke, Professor of Alathematics, University of 

Arkansas. 



FIRST DAY. 

1. Preliminary 

(a) Numbers and signs. 

Simple scale of positive integers. 
Introduction of negative numbers. 
Explain and illustrate the use of letters for num- 
bers. 68 means BO-fS. 3rt means 3XrXt. 
What is the value of Tad — 3cx+k if a=2, d=7 
c=3, x=5, k=9. 

(b) Definitions. Do not attempt to give all the defini- 

tions you may need in elementary algebra, but 
those which the student should understand 
from the first; such as expression, term, factor 
coefficient, exponent; etc. :_-fi ■_-- 

(c) Fundamental properties. 

1. a+b=b+a. 

2. aXb=bXa. 

3. a-f(b-fc)=(a+b)+c. 

4. aX(bXc)=(aXb)Xc. 

5. a(b-|-c) =ab-fac, and a(b — c)^ab — ac. 

By some authors these properties are called axioms 
because they are merely assumed to be true. 

(d) The following principles should be carefully explained 
and illustrated. 

1. a-f ( — b)==a — b. 

2. a— (— b)=a+b. 

3. a— b=— (b— a). 

a-fb a b a — b a b 

c c c c c c 

State each principle in English. 

Simplify each of the following: 

1. a— b— (c— d). 

2. X— (y— z)— (r+s). 

3. a-4-(3a— b)— (2c+3a)— b. 

4. [5ab— (2ab-|-3xy)]+6xy. 



2. Introduction of simple equations. Definitions. Problems 
Example. The sum of two numbers is 25, their differ- 
ence is 7. What are the numbers. 



SECOND DAY. 

Multiplication and Divison 
(a) Exponents. 

1. 2X2=2 =4. 

2. 3X3X3X3=3^=81. 

3. bXbXbXbXb=b5. 

Multiph^ the following: 



1. 


3^'-. 


53 = 




2. 


x3 


. y' = 




3. 


5m 


. 5" = 




4. 


(a+b)3 . 


(a+b)2 


5. 


x^- 


d , ^a- 


-c 



State the'^following theorems in English and then give the 
proof, the letters used as exponents denoting positive 
integers : 

1. a"^Xa°=a"^-"". 

2. a"^-^a" =a"^-". 

3. (a"^)»=a^^". 

(h)fi, Define rational integral factor, prime number, identi- 
cal equation, or an identity. 

There are a few useful identities which should be 
committed to memory; namely, 

1. (a+b)- =a2 +2ab-fb- . 

2. (a— b)2=a2— 2ab-fb-\ 

3. (a+b)(a— b)=a2— b2. 

4. (x+a)(x-fb)=x2 +(a+b)x+ab. 

5. (a+b)(a2 — ab-f b- )=a3 -f b^ . 

6. (a— b)(a2 +ab +b2 )=a3 — b^ . 

'J'he following types of division of binomials are noteworchy* 

a'^— b'^ a'^— b'^ 

1. = a — b and = a+b. 

a-t-b a — b 

a'^+b-^ a'-'+b-^ 

2. and will not give integral quotients. 

a+b a — b 

74 



3. -= a- + ab+b- 

a — b 

a^+b^ 

4. = a"-^— ab+b- 

a+b 

a^— b^ a=^+b^ 

5. and will not give integral. quotients. 

a+b a — b 

These five types call attention to the following principles 

I. Difference of even powers is] divisible by sum or 
difference of numbers. 

II. Sum of even powers is divisible by neither sum 
nor difference of numbers. 

III. Difference of odd powers is divisible b}' difference 
of numbers. 

IV. Sum of odd powers is divisible by sum of numbers 
Note that such expressions as a^+b^, 1+x^^, 64 +y^, etc 
are divisible by a-+b'^, 1 +x"^, 2+v'^, etc., according to IV 
Thus: x^+y« = (x-^)^ + (y^^ )^ = (x^^ +v^.)[(x"0'— xV +(v-^)'^J 

(x-^ + y^O(x'— xV+y^). 

Divide a''+b'^ by a+b, and a' — b'^ by a — b. 

Observe the following general facts about these quotients: 

1. The coefficient of each term is one. 

2. The exponent of the leadingMetter is one less than 
the exponent in the dividend f^and decreases by one 
in each succeeding term. 

3. The exponent of the second letterjn^the first term 
of the quotient is zero and increases by one in each 
succeeding term. 

4. If the signs of the divisor"are"postiive, the signs of 
the quotient are alternately postiive and negative. 
Otherwise all signs of quotient^are^ positive. 

Multiplv: 

1. ax"-i +y'^-i by 3ax"-i +2y'^-i. 

2. a^n + a^^b^c + a^^b^c + b^c by a-^ b-«. 

Divide: 

1. m^o— 6mH5m— 2 by 2nr— 2+m^— 3m. 

2. 127a'^— 20a + a'— 100a"^ + 16— 160a^ by a='— Ga'^ + Sa 

—4. 



75> 



THIRD DAY. 

Factoring. 

Find the factors of: 

1. 24. 

2. 3 6. 

3. mV. 

4. 5x + loxy. 

5. 7a-mn— 14an'2p+21aV-y. 

6. am — bm+ax — ^bx. 

7. 4x'' + 12xy+9yl 

8. 9a:'—Qsih+h\ 

9. m^ — 5m + 4. 

10. x2— 3x— 88. 

11. a"^+b'' — m-— n2 + 2ab— 2mn. 

12. x"^— v^— z2 + 2yz. 

13. a^ + aV + b^ 

14. 16x^ + 39 x2y2 + 25y^ 

(a) Highest Common Factor. Abbreviation H. C. F. 

Define common factor; highest common factor. 

Find the common factors of: 

1. 48, 84, 126. 

2. 18a^b2mn, 30a-b^m-n. 

Find the H. C. F. of: 

1. x"^+2x + l, 3x + 6x2 -f3x3. 

2. a'^— 13a + 42, a-'— 216, a'— a— 30. 

3. 3x'H9x^— 3x^ 5x"y+15xy2— 5y^ 7ax"H 
2 lax — 7a. 

4. x2-(y + z)^ (y-x)•^-z^ f—{x-z)'. 

(b) Lowest Common Multiple. Abbreviation L. C. M. 
Define common multiple; lowest common multiple. 

Find the L. C. M. of: 

1. 15(yz— z), 35(y^z— vz). 

2. p'+64, pHp— 12. 

3. h*+hM'^+d^ h^+ d^ h^— di 



FOURTH DAY. 



Fractions. 

(a) Definnitions. 

(b) Reduction to lowest terms. 

There are three important signs to be considered; 
the sign of the numerator, that of the denominator 
that in front of the whole fraction. Of these three 

76 



important signs any two may be changed at the same 
time, without changing the value of the fraction. 

3a + 5b 3a + 5b -(3a -fob) -3a— 5b 

2a— b -(2a— b) 2a— b 2a— b 

SimpHfy: 

—1 
1. . 

-(-1) 

X— 1 X— 2 4x— 3 1— X 

3 18 27 6 

Reduce the following mixed expressions to fractions: 
a--^ab 

1. a 

b 





a — b — c 




2. 


2 






5 


3 


3. 


3x+ (2x + - 


) 




ax 


ax 




a^ 




4. 


l-(a ) 

1+a 





Define reciprocal of a number, complex farction. 
Write the reciprocal of: 

1 

1. — 
4 

a 

2. — 

3 

4 

3. — 
ab 

1 a 

4. 1 , in simplest form. 

X b 



77 



Simplify: 


1. 
2. 


1 1 

X y + z 




1 1 

X y +z 

1 

X— 2 + 

x+2 



1 

X + 2 + 

x— 2 

m — 3n 4n m 15 n 

3. ( ) (1+ ) - (- + 2 ) 

m +11 m + n n m 

Fractional equations. 

Solve the following equations for the unknown quanti- 
ties: 

x-1 x+3 

2x + l 2x + 12 
m2 +4 m + 1 

2m 2 

3t+2 2t + 14 
3. =2 

t+5 2t + l 
A steamboat is making 6 miles an hour against the wind 
on a journey of 3 miles. At a distance of 10 miles after 
starting the wind ceases. The w^hole trip occupies 3 hours 
and 40 minutes. How many miles per hour does the wind 
retard the boat? 



FIFTH DAY. 



Simultaneous Linear Equations. 

Define linear equations: simultaneous linear equations, 
elimination. 

Solve: 

1. 4x+5y = 2. 
5x+4y = 2. 

2. 4k— 3r = l. 

6r— 2k = l. 

78 



3. an+bm=0. 

am — bn=l(m2+n-). (For a, b.) 

4. 2x— 3y+5z = 15. 

x+2y— z=4.^ 
5x— y + 3z = 19. 

5. p+q+r = 7. 
p+2q+3r = 10. 
2p + 3q+6r = 15. 

6. y+z — 3x = a — b — c. 
z+x — 3y = b — c — a. 

x+y — 3z=c — a — b. ' (For x, y, z; also_for a, b, c.) 



4 


3 

+ — 
y 


9 


X 


8 


3 


4 


11 


— 


+ — 


= — 


X 


i y 


12 


1 


1 




— 


+ _: 


= 6. 


X 


y 




1 


i 




— 


+—■■ 


= 10. 


y 


z 




1 


1 




— 


-1 = 


= 8. 


z 


U'*' 


' hfe.-. 



9. The weight of a quantity of naphtha and petroleum 
was 12,400 pounds. ' Each gallon of naphtha weighed 
5 J pounds and cost 6? cents; each gallon of petroleum 
weighed GJ pounds and cost 7^ cents. If the sum 
paid for the total quantityTwas $145, how many gal- 
lons were there of each product? 

Note — Hedrick's Algebra for Secondary Schools is 
an excellent reference text. American Book Company. 



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